Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/124205
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Type: Journal article
Title: Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change
Author: Waters, L.
White, M.
Citation: International Journal of Wellbeing, 2015; 5(1):19-32
Publisher: International Journal of Wellbeing
Issue Date: 2015
ISSN: 1179-8602
1179-8602
Statement of
Responsibility: 
Lea Waters, Mathew White
Abstract: Drawing from the fields of positive psychology, positive organizational scholarship and educational administration, this case study reports on the process used in a large K-12 school to implement the strategic goal of fostering student wellbeing. This case study outlines the three strategic phases used to build wellbeing over a two-and-a-half-year time period: 1) development; 2) implementation; and 3) monitoring. The school aligned its change process to the goal of achieving wellbeing by adopting appreciative inquiry as the overarching change approach. Appreciative inquiry is a systematic, holistic, and collaborative methodology that follows a strengths-based model of change. Through the use of appreciative inquiry, 15 bottom-up (instigated by students and staff) and top-down (instigated by leadership) initiatives were generated over a two-and-a-half-year period. This paper provides an applied example of how AI can be woven into a strategic change process to support the wellbeing of students. The paper aims to contribute to the rapidly developing field of positive education.
Keywords: appreciative inquiry; positive psychology; positive organizational scholarship; educational administration; wellbeing
Rights: Copyright belongs to the author(s). Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0)
RMID: 0030069114
DOI: 10.5502/ijw.v5i1.2
Published version: https://www.internationaljournalofwellbeing.org/index.php/ijow/article/view/328
Appears in Collections:Education publications

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